Worksheets and Files

Session 1

Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available. Then display the transparency or photocopy of the “Hawaii Quarter Reverse” page. Locate Hawaii on a classroom map. Note its position in relation to your school’s location.

Examine the Hawaii quarter with the students. Have the students identify the different elements in this image, including King Kamehameha I and the state’s motto “Ua Mau Ke Ea O Ka ’A¯ ina I Ka Pono” (which means “The life of the land is perpetuated in righteousness”).

Distribute a “Map of Hawaii” page to each of the students. Display the labeled transparency of the “Map of Hawaii” page. Identify that there are eight major islands that make up the state of Hawaii, one of which is uninhabited. Ask the students to label the eight major islands on their maps referring to the completed transparency. The eight major islands of Hawaii are: Ni’ihau, O’ahu, Maui, Lana’i, Kaua’i, Moloka’i, (the Big Island of) Hawai’i, and Kaho’olawe. Ask students to mark Kaho’olawe as the uninhabited island. Have the students save their maps to use throughout the lesson.

Distribute the “The King’s K-W-L Chart” worksheet to the students. Ask the stu­ dents to think of what they know about Hawaii and to record their answers on their worksheets in the “K” column.

Display the transparency of the “The King’s K-W-L Chart” worksheet. Ask what the students have recorded in the “K” column of their worksheets. Record their answers on the transparency in the “K” column. Ask the students to think of what they would like to learn about Hawaii and record their responses on their worksheets in the “W” column. Discuss and record student answers in the transparency’s “W” column.

Introduce the students to the selected text about Hawaii. Ask the students to record any new information they learn during the reading in the “L” column on their “The King’s K-W-L Chart” worksheet. Ask the students to think about how Hawaii compares to other states in the United States. Ask the students to also think about why King Kamehameha I is important in Hawaiian history.

Read the selected text passages aloud to students and attend to unfamiliar vocabulary and concepts.

After the reading, ask students to share what they have recorded in the “L” column of their worksheets. Discuss and record student answers in the “L” column of the transparency.

Ask the students to answer the question at the bottom of their “The King’s K-W-L Chart” worksheet, “Why is King Kamehameha I featured on the Hawaii quarter?” Discuss and record the student responses on the transparency. Students should know that King Kamehameha I was responsible for uniting the peoples of the Hawaiian islands.

Ask the students to review the “The King’s K-W-L Chart” worksheet and answer any remaining questions. Collect the worksheet.

Session 2

Redistribute the “The King’s K-W-L Chart” worksheets from the previous session. Review what students learned and what images are included in the Hawaii quarter. Display the transparency of the “Map of Hawaii” page. Ask the students to look at the coin and the “Map of Hawaii” transparency. Ask the students to discuss the map image in the design.

Introduce the term “archipelago” by writing it on chart paper. Ask students what they think this term means and record student responses. Define archipelago as “a large group or chain of islands.”

Distribute a “Map This!” worksheet and “Map of Hawaii” page to each student. Display the transparency of the “Map This!” worksheet and review the directions with the students. Answer any student questions.

Give the students time to answer the questions in the “Map Basics” section of the “Map This!” worksheet. Record the students’ answers on the transparency. Review and discuss student answers and add student responses to the transparency for the “Why do we use maps?” section.

Introduce the students to the various texts about maps. Ask the students to complete the “Map Match” section of the “Map This!” worksheet in class. Allow the students time to research different map types by using the various texts about maps.

Review the “Map This!” worksheet with the students. Display the transparency of the completed “Map This!” worksheet. Review and discuss student answers. Show the students the examples of different types of maps and pass them around the classroom. Discuss with the students some of the characteristics of these maps and the functions that each of the map types serve. Collect the worksheets from the students.

Sessions 3 and 4

Redistribute the “The King’s K-W-L Chart” worksheet and the “Map This!” worksheet and have the students review both worksheets. Answer any student questions.

Distribute an “Island Introduction” worksheet and an “Island Introduction” presentation rubric to each student. Review both sheets with the students. Explain to the students that they will be researching one of the seven inhabited islands (excluding uninhabited Kaho’olawe) that make up the state of Hawaii. Each student will need to complete the “Island Introduction” worksheet and create a map of the chosen island.

Explain to the students that the map of the island can be a political map, a resource and economic map, or a physical map. Students will need to create this map using a variety of materials (such as magazines or newspapers, cardboard, construction paper, and markers).

Review the “Island Introduction” presentation rubric with the students. Explain that they will need to present their island and the map they have created to the class. The map should highlight the unique features of the island and the facts should be displayed on the map in some way. Explain that all the worksheets (“The King’s K- W-L Chart,” “Map This!” and “Island Introduction”) will be collected after their presentation.

Arrange for class time in the school’s computer lab and to have texts in class for students to use as resources.

Differentiated Learning Options

Allow students to work in pairs.

Have students use texts at various reading levels for their research materials.

Allow students to write their reports by hand or use a scribe rather than use the computer.

Enrichments/Extensions

Have students locate other islands of North America or the United States on a map.

Have students note the longitude and latitude of these islands.

Have students research the climate of their home state. Ask students to examine how the longitude and latitude of their home state may affect its climate.

Use the students’ class participation, worksheets, island maps, and presentation rubrics to evaluate whether they have met the lesson objectives.

challenge learners to consider the characteristics and spatial distribution of ecosystems on Earth’s surface

guide learners in exploring the characteristics, distribution, and migration of human populations on Earth’s surface

help learners to understand and analyze the characteristics, distribution, and complexity of Earth’s cultural mosaics

have learners explore the patterns and networks of economic interdependence on Earth’s surface

enable learners to describe the processes, patterns, and functions of human settlement

challenge learners to examine how the forces of cooperation and conflict among people influence the division and control of Earth’s surface; help learners see how human actions modify the physical environment

enable learners to analyze how physical systems affect human systems

challenge learners to examine the changes that occur in the meaning, use, distribution, and importance of resources

help learners to apply geography to interpret the past and present and to plan for the future

enhance learners’ abilities to ask questions and to acquire, organize, and analyze geographic information so they can answer geographic questions as they engage in the study of substantive geographic content